Comparing cost effectiveness of video-based instruction versus extended school year for maintaining vocational skills of students with Autism Spectrum Disorder

Abstract

BACKGROUND:

Although students with disabilities are entitled to receive appropriate public education, a concern arises regarding the loss of learning during the summer and other breaks during the regular school year. This issue is intensified for children with disabilities due to the increased time needed to master a skill.

OBJECTIVE:

The purpose of the study was to perform a comparative cost analysis between video-based instruction and an extended school year to maintain the vocational skills of students with Autism Spectrum Disorder (ASD).

METHODS:

Utilizing the ingredient method to determine the cost of an education activity, the researchers determined the costs of video-based instruction and extended the school year to maintain vocational skills and infer the benefits of using video-based instruction for the school and for the participant with ASD.

RESULTS:

The results of the analysis indicated that the cost for the extended school year was $3,729.87 and the cost for the video-based instruction was $1,529.29, providing significant savings.

CONCLUSION:

Although video-based instruction cannot replace the value and importance of actual paid work experiences for employees with ASD, it can be used as an adjunct to in vivo instruction to speed skill acquisition, increase independence of the employee while on the job, and hopefully result in a reduction of or need for hired supportive personnel.